Shared Storybook Reading with Children with Hearing Loss Krystal L. Werfel & C. Melanie Schuele ♦ Vanderbilt University Medical Center Shared storybook reading introduces children to the complex transition from oral to written language (Sulzby, 1985). Reading to children helps them begin to figure out the relation between oral and written language. Vocabulary Shared storybook reading is a valuable tool for increasing the vocabulary of young children (National Reading Panel, 2000). Vocabulary in children’s books is more complex even than vocabulary in adult conversation, with the exception of courtroom testimony (Hayes & Ahren, 1988). Although children can learn word meanings through incidental exposure in storybook reading (Senechal & Cornell, 1993), repeated reading of stories with direct teaching of keywords provides greater gains in word learning (Brett, Rothlein, & Hurley, 1996; Justice, Meier, & Walpole, 2005). Oral Language Dialogic reading, a specific storybook reading approach, instructs adults to integrate a certain set of behaviors into the storybook reading instances in order to create a dialogue with the child (Whitehurst et al., 1988). Specifically, adults are to ask open-ended questions, follow children’s answers with other questions, expand on children’s comments, offer praise and encouragement, and follow children’s interests. Research indicates that, when combined with a structured phonological awareness curriculum, dialogic reading enhances children’s oral language and emergent literacy skills (Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999; Whitehurst et al., 1994). Preliteracy Skills Shared reading has been shown effective in increasing children’s preliteracy skills. Shared reading results in increases in children’s print awareness (Justice & Ezell, 2002), phonological awareness (Justice & Pullen, 2003), and alphabet knowledge (Justice & Ezell, 2002). Shared Reading Abstract Children with Hearing Loss Purpose of Project Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96, Hayes, D.P. & Ahren, M. (1988). Vocabulary simplification for children: A special case of ‘motherese.’ Journal of Child Language, 15, Justice, L.M., & Ezell, H.K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 9, Justice, L.M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, Justice, L.M., & Pullen, P.C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education, 23 (3), Kaderavek, J. N., & Pakulski, L. A. (2007). Facilitating literacy development in young children with hearing loss. Seminars in Speech and Language, 28, King, C. & Quigley, S. (1985). Reading and deafness. Austin, TX: PRO-ED. Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22, National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. National Institute for Literacy. Senechal, M. & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, Sulzby, E. (1985). Children’s emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20, Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez- Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, Author Contact: This project is supported by a Preparation of Leadership Personnel grant (H325D080075; PI: Schuele), US Department of Education. References Issues to Consider The purpose of the shared storybook reading project is to review the extensive research literature on reading with children and discuss adaptations needed for reading to young children with hearing loss. The overall goal of this project is to identify issues specific to reading with children with hearing loss. A secondary goal is to provide a set of guidelines for reading to children with hearing loss to clinicians. Shared storybook reading has been shown to be effective in improving language and literacy outcomes in: children with typical language children from low-income households children with SLI Children with hearing loss are typically read to less than their peers with typical hearing (Mogford, Gregory, & Keay, 1979). Active Engagement Active engagement is widely considered a requirement in order to obtain optimal benefit from shared storybook reading. Children with hearing loss may demonstrate low levels of interest with reading (Kaderavek & Pakulski, 2007). Thus, it is important to make literacy enjoyable for children with hearing loss. One way of increasing engagement with storybooks is to select a variety of high-quality books that are of interest to the child. Manipulative books appear to be particularly effective (Kaderavek & Pakulski, 2007). Interaction Style During book reading, mothers of children with hearing loss typically interact differently than mothers of children with typical hearing, asking fewer questions and interrupting children more (King & Quigley, 1985). It is important for adults to be mindful of evidence-based interaction styles during book reading (i.e., asking open-ended questions). Seating Arrangement Another issue to consider when reading to children with hearing loss is that of seating arrangement and book placement. Typically, the adult should position the child so that he or she can see the book as well as the adult’s face (in order to take advantage of visual cues). The adult’s face should be near the microphone of the child’s amplification device to provide the clearest speech signal possible. If available, a personal FM system is recommended. Benefits of Shared Storybook Reading Increased Oral Language Increased Vocabulary Increased Phonological Awareness Increased Print Knowledge Familiarity with Story Language Shared Reading The purpose of this project is to develop a parent training program that addresses shared storybook reading in children with hearing loss. Sample Parent Training Program Format of training Length of training Resources Needed Specific Program Content Instructional Methods Books to Use Engaging Parents as Collaborators